1. Modified Games Defined:  Resemble the sport on which they are based, but adapted to suit the players’ age, size, ability, skill and experience. (By Hilary Commission)

2.  Fundamentally revolves around “solving a problem.”  For example:  Volleyball: Strike ball over the net & inbounds in a way that the other team cannot return it.  Softball: Put runners on base, and move them over by hitting the ball in a way that fielders cannot catch it on the fly.

3.  Primary Rules:  Define the way a game is played –  Changing a primary rule alters the game fundamentally.  EXAMPLE?  Secondary Rules:  Rules that can be changed without changing the fundamental nature of the game.  EXAMPLE?

4. Change the rules; Change the size and type of equipment; Change the size of field/court/playing surface; Change duration of game; Change scoring methods/rules; Change number of players; Change the movement of the ball/object (slower/faster). Ex: Sideline basketball; 3-Team Softball, 4-Goal Soccer

5. GOAL:  Arrange evenly matched competition to enable ALL students to enjoy the games and experience success. “Competition” A-Competition = Between-level, differences B-Competition = in equipment, rules, etc. EXAMPLE?

6. Why Small-Sided Games?  Want Ss to receive quality ALT-PE, OTR, & maximum participation to help increase skill level;  Fewer Ss on the playing surface = more possible times S will come in contact with the ball. Ss have no choice; the ball will quickly find them; (3 v 3 = 1 ball per 6 players) vs. (11 v 11 = 1 ball per 22 players)

7.  Want Ss to make more, less complicated decisions during the game - (less players on the field = less complicated decisions);  Want Ss to be more physically efficient in the space they are playing in (reduced field size);  Want Ss to have more individual teaching time with the T - - feel worthy & important;

8.  More opportunities to teach; o Allows T a perfect opportunity to observe and analyze the individual and collective responses of Ss under game-like conditions in a simple environment. o It is easier to teach on a smaller field…easier to observe.

9.  Want Ss to have more involved playing time in the game; o More opportunity to solve problems that only game can present.  More opportunity to play all positions; o More exposure to offensive and defensive situations...

10.  Want Ss to have more opportunities to score goals, points, etc. which leads to more excitement & fun; o Smaller field size & fewer players fosters more shooting/scoring opportunities.  The environment fosters development of social and mental skills; o Helps improve teamwork, communication, & competitiveness.

11. Technique... Every student will get multiple opportunities to use many of the skills involved in the game. Tactics... Smaller numbers mean more opportunities for decision making by each student. Transition... Encourages “fast play”. No cushion of teammates to delay attack when possession is lost.

12.  “Small Sided” environment is a developmentally appropriate environment for the Ss.  It’s a FUN environment that focuses on the STUDENT!  It just makes sense...doesn’t it?